Relationship Between Student Capstone Design Project and Entrepreneurial Mindset

Abstract

He received his B.S. in mechanical engineering from Khulna University of Engineering and Technology, Bangladesh; M.S. in systems and engineering management from Nanyang Technological University, Singapore, and Ph.D. in industrial engineering from University of Wisconsin, Milwaukee. He has published journal and conference papers. His research interests include manufacturing systems modelling, simulation and optimisation, reliability, scheduling, artificial intelligence, e-manufacturing, and lean manufacturing. He is member of IIE, INFORMS, SME, and IEEE.

Fostering an entrepreneurial mindset: A typology for aligning instructional strategies with three dominant entrepreneurial mindset conceptualizations

“…When it comes to designing education to foster the development of EM, the findings show that researchers mainly suggest active, student-centred and experiential strategies. The reviewed literature presents a series of single case studies that explore the impact of various experiential instructional strategies on the development of EM, including games (Achtenhagen and Johannisson, 2013; Johnsson et al, 2016), design thinking or other design-focused frameworks (Bosman, 2019; Lindberg et al, 2017a), project-based learning (Ali et al, 2012; Kim and Strimel, 2019), improvisation activities (Balachandra, 2019) and workshop formats (De Hoyos-Ruperto et al, 2017; Ruiz González et al, 2019; Secundo et al, 2016). In all instances, the authors conclude that the explored active approach plays a positive role in developing students’ EM.…”

Exploration of the Experiences That Shape Engineering Students’ Entrepreneurial Mindset Development

“…Due to their elevated levels of experience from having taken more classes within their engineering curriculum, it is assumed that students who receive EM interventions in their upper class years are more likely to apply their EM (Yasuhara et al., 2012). In many cases involving upper class level students, EM is integrated through a design capstone project (Ali et al., 2012; Brouwer et al., 2011; Cook & Cuper, 2010). Students who participate in these projects are often given an entire semester or two to develop a full scale design and working prototype while also factoring in a business plan.…”

“…Entrepreneurial mindset (EM) is a widely encouraged way of thinking and has become a popular topic of study in the past decade (Bosman & Fernhaber, 2018; Byers et al., 2013; Huang-Saad et al., 2018; Ridley et al., 2018). It has been proven that training students to think entrepreneurially and learning how to learn has led to development of crucial skills such as communication, leadership, and critical thinking (Ali et al., 2012; Blaschke, 2012; Ghazi Nezami et al., 2016; Hase & Kenyon, 2013; Huerta et al., 2017; Jensen & Schlegel, 2017). Likewise, the understanding that combining business and technical skills is crucial in an evolving society has helped with stakeholders buying into the importance of developing EM within engineering programs (Brunhaver et al., 2018; Dabbagh & Menasce, 2006).…”

“…Although it has been proven that EM skills are being developed through interventions, this is often assessed using grading rubrics or surveys. Though surveys address student perceptions of their EM development to a certain degree, these surveys often ask students to rank specific skills that the instructors or researchers feel they should have developed through the specified intervention (Ali et al., 2012; Hsiao, 2013; Kim et al., 2016). In addition, the assessment of EM development is often done immediately after an intervention takes place (Ali et al., 2012; Hsiao, 2013; Kim et al., 2016), which may not effectively measure if students associate that specific intervention with their overall EM development.…”

“…Though surveys address student perceptions of their EM development to a certain degree, these surveys often ask students to rank specific skills that the instructors or researchers feel they should have developed through the specified intervention (Ali et al., 2012; Hsiao, 2013; Kim et al., 2016). In addition, the assessment of EM development is often done immediately after an intervention takes place (Ali et al., 2012; Hsiao, 2013; Kim et al., 2016), which may not effectively measure if students associate that specific intervention with their overall EM development. These approaches may not allow for students to fully express their perceptions toward their EM development as a whole, which is what this study seeks to address.…”